A aprendizagem musical e o cotidiano das infâncias: uma pesquisa no Curso de Iniciação Artística da EMUFRN-CIART
This research aimed to understand the main influences of everyday elements in the musical learning of students in a 1st year (afternoon) class of the Artistic Initiation Course at the UFRN Music School (CIART). This is a musical initiation course for children from 6 to 9 years old. Classes are taugh...
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Educação musical Musicalização infantil Cotidiano Infância Curso de Iniciação Artística-CIART |
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Educação musical Musicalização infantil Cotidiano Infância Curso de Iniciação Artística-CIART Sousa, Laiany Rodrigues de A aprendizagem musical e o cotidiano das infâncias: uma pesquisa no Curso de Iniciação Artística da EMUFRN-CIART |
| description |
This research aimed to understand the main influences of everyday elements in the
musical learning of students in a 1st year (afternoon) class of the Artistic Initiation
Course at the UFRN Music School (CIART). This is a musical initiation course for
children from 6 to 9 years old. Classes are taught by monitors (students of the Degree
in Music at UFRN). To achieve the proposed objective, we sought to understand the
children's cultural contexts; understand how their daily lives are outlined; identify the
everyday elements that children brought to the music class; and identify the
relationships they build between the musical content and elements worked in the
classroom and their daily lives. The research was carried out during a semester with
children aged 6 and 7 years old, students of the 1st year (afternoon) class of CIART.
This study refers to authors from Sociology, Sociology of Childhood, History,
Philosophy and Education, such as Heller (2000), Freire (1996), Sarmento (2003),
Gomes (2008), Ariès (2011) and Giddens (2012). The research was developed as an
ethnographic case study (MARTUCCI, 2001; MOREIRA, 2002; ANDRÉ, 2005). As for
the production and collection of data, these consisted of documentary research,
participant observation, production of a field diary, semi-structured interviews in a
conversation wheel format and production of drawings with the children, in addition to
semi-structured interviews with parents/guardians by the children in the class.
Photographs and audio and video recordings were also produced. From the data
analysis, it was possible to notice that the children related the contents worked on in
music classes to elements of their daily lives outside the classroom. In this way,
musical elements were transformed into different things. In addition, they brought their
media references and prior knowledge to the music class. In contact with symbols,
instruments, sounds and music, memories of objects and facts already known or
experienced were raised. In this dialogic movement, the children built their musical
learning. When faced with the musical elements and the contents of the classes, they
established a connection with their daily experiences, giving new meaning to them and
building new knowledge. It was also possible to observe how the children's routine
influences the quality of their musical learning. It is considered that this work has
relevance for an understanding of the relationship between children's daily lives and
practices in music education, bringing reflections on the importance of the music
teacher's perspective on the act of listening to children and incorporating their knowledge of life. to the pedagogical process. By identifying the everyday elements
that children bring to the classroom and understanding how these aspects influence
their musical learning, it is possible to reflect on the teaching-learning process and,
based on that, conduct it in a more efficient and appropriate way. to the musical
learning of these children. It is also considered that this work can collaborate with the
group involved in the research, in order to support the construction of an educational
process that is increasingly coherent and meaningful. |
| author2 |
Gaulke, Tamar Genz |
| author_facet |
Gaulke, Tamar Genz Sousa, Laiany Rodrigues de |
| format |
masterThesis |
| author |
Sousa, Laiany Rodrigues de |
| author_sort |
Sousa, Laiany Rodrigues de |
| title |
A aprendizagem musical e o cotidiano das infâncias: uma pesquisa no Curso de Iniciação Artística da EMUFRN-CIART |
| title_short |
A aprendizagem musical e o cotidiano das infâncias: uma pesquisa no Curso de Iniciação Artística da EMUFRN-CIART |
| title_full |
A aprendizagem musical e o cotidiano das infâncias: uma pesquisa no Curso de Iniciação Artística da EMUFRN-CIART |
| title_fullStr |
A aprendizagem musical e o cotidiano das infâncias: uma pesquisa no Curso de Iniciação Artística da EMUFRN-CIART |
| title_full_unstemmed |
A aprendizagem musical e o cotidiano das infâncias: uma pesquisa no Curso de Iniciação Artística da EMUFRN-CIART |
| title_sort |
aprendizagem musical e o cotidiano das infâncias: uma pesquisa no curso de iniciação artística da emufrn-ciart |
| publisher |
Universidade Federal do Rio Grande do Norte |
| publishDate |
2022 |
| url |
https://repositorio.ufrn.br/handle/123456789/46924 |
| work_keys_str_mv |
AT sousalaianyrodriguesde aaprendizagemmusicaleocotidianodasinfanciasumapesquisanocursodeiniciacaoartisticadaemufrnciart AT sousalaianyrodriguesde aprendizagemmusicaleocotidianodasinfanciasumapesquisanocursodeiniciacaoartisticadaemufrnciart |
| _version_ |
1773967207213039616 |
| spelling |
ri-123456789-469242022-05-02T15:51:11Z A aprendizagem musical e o cotidiano das infâncias: uma pesquisa no Curso de Iniciação Artística da EMUFRN-CIART Sousa, Laiany Rodrigues de Gaulke, Tamar Genz http://lattes.cnpq.br/5982489378856158 http://lattes.cnpq.br/5743174259762170 Schultz, Angelita Maria Vander Broock Oliveira, Mário André Wanderley http://lattes.cnpq.br/3051960153236945 Educação musical Musicalização infantil Cotidiano Infância Curso de Iniciação Artística-CIART This research aimed to understand the main influences of everyday elements in the musical learning of students in a 1st year (afternoon) class of the Artistic Initiation Course at the UFRN Music School (CIART). This is a musical initiation course for children from 6 to 9 years old. Classes are taught by monitors (students of the Degree in Music at UFRN). To achieve the proposed objective, we sought to understand the children's cultural contexts; understand how their daily lives are outlined; identify the everyday elements that children brought to the music class; and identify the relationships they build between the musical content and elements worked in the classroom and their daily lives. The research was carried out during a semester with children aged 6 and 7 years old, students of the 1st year (afternoon) class of CIART. This study refers to authors from Sociology, Sociology of Childhood, History, Philosophy and Education, such as Heller (2000), Freire (1996), Sarmento (2003), Gomes (2008), Ariès (2011) and Giddens (2012). The research was developed as an ethnographic case study (MARTUCCI, 2001; MOREIRA, 2002; ANDRÉ, 2005). As for the production and collection of data, these consisted of documentary research, participant observation, production of a field diary, semi-structured interviews in a conversation wheel format and production of drawings with the children, in addition to semi-structured interviews with parents/guardians by the children in the class. Photographs and audio and video recordings were also produced. From the data analysis, it was possible to notice that the children related the contents worked on in music classes to elements of their daily lives outside the classroom. In this way, musical elements were transformed into different things. In addition, they brought their media references and prior knowledge to the music class. In contact with symbols, instruments, sounds and music, memories of objects and facts already known or experienced were raised. In this dialogic movement, the children built their musical learning. When faced with the musical elements and the contents of the classes, they established a connection with their daily experiences, giving new meaning to them and building new knowledge. It was also possible to observe how the children's routine influences the quality of their musical learning. It is considered that this work has relevance for an understanding of the relationship between children's daily lives and practices in music education, bringing reflections on the importance of the music teacher's perspective on the act of listening to children and incorporating their knowledge of life. to the pedagogical process. By identifying the everyday elements that children bring to the classroom and understanding how these aspects influence their musical learning, it is possible to reflect on the teaching-learning process and, based on that, conduct it in a more efficient and appropriate way. to the musical learning of these children. It is also considered that this work can collaborate with the group involved in the research, in order to support the construction of an educational process that is increasingly coherent and meaningful. A presente pesquisa teve como objetivo compreender as principais influências dos elementos do cotidiano na aprendizagem musical dos alunos de uma turma do 1º ano (tarde), do Curso de Iniciação Artística da Escola de Música da UFRN (CIART). Esse é um curso de iniciação musical que atende crianças de seis a nove anos. As aulas são ministradas por monitores (alunos do curso de Licenciatura em Música da UFRN). Para alcançar o objetivo proposto, buscou-se compreender os contextos culturais das crianças; compreender de que forma são delineados os seus cotidianos; identificar os elementos do cotidiano que as crianças traziam para a aula de música; e identificar as relações que elas constroem entre os conteúdos e elementos musicais trabalhados em sala de aula e suas vidas diárias. A pesquisa foi realizada durante um semestre com crianças de seis e sete anos de idade, alunas da turma do 1º ano (tarde) do CIART. Este estudo faz referência a autores e autoras da Sociologia, da Sociologia da Infância, da História, da Filosofia e da Educação, tais como Heller (2000), Freire (1996), Sarmento (2003), Gomes (2008), Ariès (2011) e Giddens (2012). A pesquisa foi desenvolvida como um estudo de caso etnográfico (MARTUCCI, 2001; MOREIRA, 2002; ANDRÉ, 2005). Quanto à produção e à coleta de dados, estas foram compostas por pesquisa documental, observação participante, produção de diário de campo, entrevista semiestruturada em formato de roda de conversa e produção de desenhos com as crianças, além de entrevista semiestruturada com os pais/responsáveis pelas crianças da turma. Também foram produzidas fotografias e gravações de áudio e vídeo. A partir da análise dos dados foi possível perceber que as crianças relacionaram os conteúdos trabalhados nas aulas de música a elementos de suas vidas cotidianas fora da sala de aula. Dessa forma, elementos musicais se transformavam em diversas coisas. Além disso, elas traziam suas referências midiáticas e seus saberes prévios para a aula de música . No contato com símbolos, instrumentos, sonoridades e músicas, as memórias de objetos e de fatos já conhecidos ou vivenciados eram suscitadas. Nesse movimento dialógico, as crianças foram construindo a sua aprendizagem musical. Ao se depararem com os elementos musicais e com os conteúdos das aulas, elas estabeleciam uma conexão com suas vivências cotidianas, ressignificando-os e construindo um novo saber. Também foi possível observar como a rotina das crianças influencia na qualidade da aprendizagem musical delas. Considera-se que este trabalho tenha relevância para uma compreensão da relação entre a vida cotidiana das crianças e as práticas em educação musical, trazendo reflexões sobre a importância do olhar do professor de música para o ato de ouvir as crianças e incorporar seus saberes de vida ao processo pedagógico. Ao identificar os elementos do cotidiano que as crianças trazem para a sala de aula e compreender como estes aspectos influenciam em sua aprendizagem musical, é possível ponderar sobre o processo de ensino-aprendizagem e, a partir disso, conduzi-lo de maneira mais eficiente e adequada à aprendizagem musical destas crianças. Considera-se ainda que esse trabalho possa colaborar com o grupo envolvido na pesquisa, no sentido de dar suporte à construção de um processo educativo cada vez mais coerente e significativo. 2022-04-12T22:51:00Z 2022-04-12T22:51:00Z 2022-01-10 masterThesis SOUSA, Laiany Rodrigues de. A aprendizagem musical e o cotidiano das infâncias: uma pesquisa no Curso de Iniciação Artística da EMUFRN-CIART. 2022. 113f. Dissertação (Mestrado em Música) - Escola de Música, Universidade Federal do Rio Grande do Norte, Natal, 2022. https://repositorio.ufrn.br/handle/123456789/46924 pt_BR Acesso Aberto application/pdf Universidade Federal do Rio Grande do Norte Brasil UFRN PROGRAMA DE PÓS-GRADUAÇÃO EM MÚSICA |